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  1.  95
    Towards a Philosophy of Academic Publishing.Michael A. Peters, Petar Jandrić, Ruth Irwin, Kirsten Locke, Nesta Devine, Richard Heraud, Andrew Gibbons, Tina Besley, Jayne White, Daniella Forster, Liz Jackson, Elizabeth Grierson, Carl Mika, Georgina Stewart, Marek Tesar, Susanne Brighouse, Sonja Arndt, George Lazaroiu, Ramona Mihaila, Catherine Legg & Leon Benade - 2016 - Educational Philosophy and Theory 48 (14):1401-1425.
    This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...)
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  2.  14
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
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  3.  50
    Reimagining the New Pedagogical Possibilities for Universities Post-Covid-19.Michael A. Peters, Fazal Rizvi, Gary McCulloch, Paul Gibbs, Radhika Gorur, Moon Hong, Yoonjung Hwang, Lew Zipin, Marie Brennan, Susan Robertson, John Quay, Justin Malbon, Danilo Taglietti, Ronald Barnett, Wang Chengbing, Peter McLaren, Rima Apple, Marianna Papastephanou, Nick Burbules, Liz Jackson, Pankaj Jalote, Mary Kalantzis, Bill Cope, Aslam Fataar, James Conroy, Greg Misiaszek, Gert Biesta, Petar Jandrić, Suzanne S. Choo, Michael Apple, Lynda Stone, Rob Tierney, Marek Tesar, Tina Besley & Lauren Misiaszek - forthcoming - Educational Philosophy and Theory:1-44.
    Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...
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  4.  16
    After Postmodernism in Educational Theory? A Collective Writing Experiment and Thought Survey.Michael A. Peters, Marek Tesar & Liz Jackson - 2018 - Educational Philosophy and Theory 50 (14):1299-1307.
  5.  8
    Go Home, Team America: The New Paradox of Western ‘Democracy’ Around the World.Liz Jackson & Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (11):1109-1112.
    Volume 52, Issue 11, October 2020, Page 1109-1112.
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  6.  16
    Must Children Sit Still? The Dark Biopolitics of Mindfulness and Yoga in Education.Liz Jackson - 2020 - Educational Philosophy and Theory 52 (2):120-125.
    Volume 52, Issue 2, February 2020, Page 120-125.
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  7.  4
    Philosophy of Education in a New Key.Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm, Peter Roberts & Andrew Gibbons - forthcoming - Educational Philosophy and Theory:1-22.
    Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...
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  8.  9
    Education in and for the Belt and Road Initiative:: The Pedagogy of Collective Writing.Michael A. Peters, Ogunniran Moses Oladele, Benjamin Green, Artem Samilo, Hanfei Lv, Laimeche Amina, Yaqian Wang, Mou Chunxiao, Jasmin Omary Chunga, Xu Rulin, Tatiana Ianina, Stephanie Hollings, Magdoline Farid Barsoum Yousef, Petar Jandrić, Sean Sturm, Jian Li, Eryong Xue, Liz Jackson & Marek Tesar - 2020 - Educational Philosophy and Theory 52 (10):1040-1063.
    This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters' students readi...
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  9.  8
    Questioning Allegiance: Resituating Civic Education.Stephen Chatelier, Candyce Reynolds, Kevin Williams & Liz Jackson - forthcoming - Educational Philosophy and Theory:1-6.
  10.  10
    Education and the Hong Kong Umbrella Movement.Liz Jackson & Timothy O'Leary - 2019 - Educational Philosophy and Theory 51 (2):157-162.
    This special issue of Educational Philosophy and Theory considers the Hong Kong Umbrella Movement as an educational event, which has impacted attitudes and outlooks and conceptions of young people’s role, of education, and of society. This essay serves as an introduction to the more substantive pieces that follow. It describes two alternative perspectives on youth civic engagement in Hong Kong historically; and in so doing, it addresses some of the challenges related to free academic expression that hinder scholarly research and (...)
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  11.  3
    The Ethical Academy? The University as an Ethical System.Marek Tesar, Michael Peters & Liz Jackson - 2021 - Educational Philosophy and Theory 53 (5):419-425.
  12.  12
    Freedom of Speech, Freedom to Teach, Freedom to Learn: The Crisis of Higher Education in the Post-Truth Era.Anatoly V. Oleksiyenko & Liz Jackson - forthcoming - Educational Philosophy and Theory:1-6.
    With increasing influence of illiberalism, freedom should not be considered or interpreted lightly. Post-truth contexts provide grounds for alt-right movements to capture and pervert notions of fre...
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  13.  16
    ‘Asian’ Perspectives on Education for Sustainable Development.Liz Jackson - 2017 - Educational Philosophy and Theory 49 (5):473-479.
  14.  2
    Philosophy of Education in a New Key: Snapshot 2020 From the United States and Canada.Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C. Burbules, Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M. Stitzlein, Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar - forthcoming - Educational Philosophy and Theory:1-17.
    This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
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  15.  19
    ‘But is It Really Research?’ Mentoring Students as Theorists in the Era of Cybernetic Capitalism.Liz Jackson - 2019 - Educational Philosophy and Theory 52 (1):17-21.
    Volume 52, Issue 1, January 2020, Page 17-21.
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  16.  16
    The Smiling Philosopher: Emotional Labor, Gender, and Harassment in Conference Spaces.Liz Jackson - 2019 - Educational Philosophy and Theory 51 (7):693-701.
    Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist (...)
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  17.  15
    From Shared Fate to Shared Fates: An Approach for Civic Education.Cong Lin & Liz Jackson - 2019 - Studies in Philosophy and Education 38 (5):537-547.
    In order to facilitate cooperation to solve problems within a nation-state, a new approach which conceptualizes citizenship in terms of shared fate has been promoted to potentially ameliorate the tensions identified between civic liberty and solidarity. Proponents of an emphasis on shared fate frame it not in terms of a particular shared national identity, but in terms of participation in the shared project of the nation-state. The approach of singular shared fate rightly emphasizes the urgency of finding a common ground (...)
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  18.  4
    ‘It’s Complicated’: Neoliberal Schools Versus Humanity.Liz Jackson - 2019 - Educational Philosophy and Theory 52 (8):835-835.
    Volume 52, Issue 8, July 2020, Page 835-835.
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  19.  22
    Education and the Hong Kong Umbrella Movement.Liz Jackson & Timothy O'Leary - 2016 - Educational Philosophy and Theory:1-6.
    This special issue of Educational Philosophy and Theory considers the Hong Kong Umbrella Movement as an educational event, which has impacted attitudes and outlooks and conceptions of young people’s role, of education, and of society. This essay serves as an introduction to the more substantive pieces that follow. It describes two alternative perspectives on youth civic engagement in Hong Kong historically; and in so doing, it addresses some of the challenges related to free academic expression that hinder scholarly research and (...)
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  20.  4
    How the Media Creates Fear, From the USA and UK to Hong Kong.Liz Jackson - 2019 - Educational Philosophy and Theory 52 (9):913-917.
    Volume 52, Issue 9, August 2020, Page 913-917.
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  21.  5
    Postmodernism in the Afterlife.Michael A. Peters, Marek Tesar, Liz Jackson & Tina Besley - forthcoming - Educational Philosophy and Theory:1-3.
    [This editorial is part of the 50th celebration issue that explored ‘what comes after postmodernism in educational theory. The special issue is being published as a monograph and this is our group...
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  22.  37
    Dialogic Pedagogy for Social Justice: A Critical Examination.Liz Jackson - 2008 - Studies in Philosophy and Education 27 (2-3):137-148.
    A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and participant in society, the essay argues that the (...)
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  23.  16
    ‘Won’T SomebodyThinkof the Children?’ Emotions, Child Poverty, and Post-Humanitarian Possibilities for Social Justice Education.Liz Jackson - 2014 - Educational Philosophy and Theory 46 (9):1069-1081.
    Under models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their own. When applied to the contemporary issue of alleviating child poverty, it seems such emotions are both appropriate and easily developed through education. However, emotional appeals increasing a sense (...)
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  24.  14
    Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: ‘Never Fail a Nahayan’.Liz Jackson - 2015 - Educational Philosophy and Theory 47 (8):760-773.
    Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the ‘pedagogy of the oppressed’ and other social justice orientations. Yet student-centered learning has also become, in the era of neoliberal education, a jingoistic advertisement for practices and ideologies which can be seen to lead to a global (...)
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  25.  36
    The Individualist? The Autonomy of Reason in Kant’s Philosophy and Educational Views.Liz Jackson - 2007 - Studies in Philosophy and Education 26 (4):335-344.
    Immanuel Kant is often viewed by educational theorists as an individualist, who put education on “an individual track,” paving the way for political liberal conceptions of education such as that of John Rawls. One can easily find evidence for such a view, in “Answer to the Question: ‘What is Enlightenment?’,” as well as in his more metaphysical, moral inquiries. However, the place of reason in Kant’s philosophy––what I call the “autonomy of reason”––spells out a negative rather than positive conception of (...)
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  26.  20
    The Smiling Philosopher: Emotional Labor, Gender, and Harassment in Conference Spaces.Liz Jackson - 2017 - Educational Philosophy and Theory:1-9.
    Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist (...)
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  27.  8
    Lifting the Publishing Curtain: The Editor Interview Project of the EPAT Editorial Development Group.Liz Jackson & Georgina Stewart - 2017 - Educational Philosophy and Theory 49 (2).
  28.  18
    Silence, Words That Wound and Sexual Identity: A Conversation with Applebaum.Liz Jackson - 2008 - Journal of Moral Education 37 (2):225-238.
    In this paper, I continue a conversation initiated by Barbara Applebaum on how to manage irreconcilable difference, harmful language or 'words that wound' and various implications of power in the classroom. Referencing emerging works on the nature of speech and silence, classroom power and queer identity, I pose three questions to Applebaum in order to continue thinking through the timely situations with which she grapples. What is the nature of reasonableness is the classroom setting? Must speech reflect power; and silence, (...)
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  29.  14
    Images of Islam in US Media and Their Educational Implications.Liz Jackson - 2010 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 46 (1):3-24.
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  30.  14
    Academic Freedom of Students.Liz Jackson - forthcoming - Educational Philosophy and Theory:1-8.
    Academic freedom is often regarded as an absolute value of higher education institutions. Traditionally, its value is related to such topics as tenure, and the need for academic work to be free fro...
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  31. Beyond Virtue: The Politics of Educating Emotions.Liz Jackson - 2020 - Cambridge University Press.
    Educating students for emotional wellbeing is a vital task in schools. However, educating emotions is not straightforward. Emotional processes can be challenging to identify and control. How emotions are valued varies across societies, while individuals within societies face different emotional expectations. For example, girls face pressure to be happy and caring, while boys are often encouraged to be brave. This text analyses the best practices of educating emotions. The focus is not just on the psychological benefits of emotional regulation, but (...)
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  32.  23
    Equality, Citizenship, and Segregation: A Defense of Separation.Liz Jackson - 2014 - Educational Theory 64 (6):661-667.
  33.  14
    Emerging Perspectives on Editorial Ethics: An Interview with Chris Higgins.Liz Jackson - 2017 - Educational Philosophy and Theory 49 (2).
  34.  7
    Islam and Islamophobia in USA: The Tip of the Iceberg.Liz Jackson - 2016 - Educational Philosophy and Theory 48 (7):744-748.
  35.  11
    Mediating Class: The Role of Education and Competing Technologies in Social Mobilization.Liz Jackson - 2019 - Studies in Philosophy and Education 38 (6):619-628.
    Some may say the rise of parochial, sectarian populism has indicated a failure of civic education. On the other hand, it might be said to demonstrate the increasing power of some alternative forms of education. This paper hopes to shed light on how ordinary people learn in ways and through means that are at odds with the experiences of scholars and elites. To do so it explores the intersections of education, technology, and social mobility, to highlight how people learn social (...)
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  36.  2
    Make Hong Kong Great Again.Liz Jackson - forthcoming - Philosophy of Education:50-55.
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  37.  11
    Protesting the Identity of Hong Kong: The Burdened Virtues of Contemporary ‘Pretty’ Nationalism.Liz Jackson - forthcoming - Educational Philosophy and Theory:1-5.
  38.  5
    Reaction Is Not Enough: Decreasing Gendered Harassment in Academic Contexts in Chile, Hong Kong, and the United States.Liz Jackson & Ana Luisa Muñoz‐García - 2019 - Educational Theory 69 (1):17-33.
  39. “Sex Respect”: Abstinence Education and Other Deployments for Sexual “Freedom.”.Liz Jackson - 2006 - Philosophical Studies in Education 37:147 - 158.
  40.  27
    ‘The Best Education Ever’: Trumpism, Brexit, and New Social Learning.Liz Jackson - 2018 - Educational Philosophy and Theory 50 (5):441-443.
  41.  34
    Why Should I Be Grateful? The Morality of Gratitude in Contexts Marked by Injustice.Liz Jackson - 2016 - Journal of Moral Education 45 (3):276-290.
    In philosophical and psychological literature, gratitude has normally been promoted as beneficial to oneself and others and as morally good. Being grateful for what you have is conceived as virtuous, while acts expressing gratefulness to those who have benefited you is often regarded as morally praiseworthy, if not morally expected. However, critical interrogations of the moral status of gratitude should also frame the possible cultivation of gratitude in moral education. This article focuses on whether gratitude should be regarded as morally (...)
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  42.  8
    Make China Great Again: The Blood-Based View of Chineseness in Hong Kong.Cong Lin & Liz Jackson - forthcoming - Tandf: Educational Philosophy and Theory:1-13.
  43.  3
    Sinophobia in Hong Kong News Media.Cong Lin & Liz Jackson - forthcoming - Educational Philosophy and Theory:1-16.
  44.  1
    Exploring the Philosophy and Practice of Collective Writing.Michael A. Peters, Marek Tesar, Liz Jackson, Tina Besley, Petar Jandrić, Sonja Arndt & Sean Sturm - forthcoming - Educational Philosophy and Theory:1-9.
  45.  2
    Post-Marxism, Humanism and (Post)Structuralism: Educational Philosophy and Theory.Michael A. Peters, David Neilson & Liz Jackson - forthcoming - Educational Philosophy and Theory:1-10.
    Western Marxism, since its Western deviation and theoretical development in the 1920s, developed in diverse ways that has reflected the broader philosophical environment. First, a theory of conscio...
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  46.  2
    The China-Threat Discourse, Trade, and the Future of Asia. A Symposium.Michael A. Peters, Alexander J. Means, David P. Ericson, Shivali Tukdeo, Joff P. N. Bradley, Liz Jackson, Guanglun Michael Mu, Timothy W. Luke & Greg William Misiaszek - forthcoming - Educational Philosophy and Theory:1-21.
  47.  5
    The Case for Academic Plagiarism Education: A PESA Executive Collective Writing Project.Michael A. Peters, Liz Jackson, Ruyu Hung, Carl Mika, Rachel Anne Buchanan, Marek Tesar, Tina Besley, Nina Hood, Sean Sturm, Bernadette Farrell, Andrew Madjar & Taylor Webb - forthcoming - Educational Philosophy and Theory:1-24.
  48. The Open Peer Review Experiment in Educational Philosophy and Theory.Michael A. Peters, Susanne Brighouse, Marek Tesar, Sean Sturm & Liz Jackson - forthcoming - Educational Philosophy and Theory:1-8.